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MICROCURRICULAR PLANNING / UNIT DIDACTIC PLANNING (PUD)

School’s Name: UNIDAD EDUCATIVA “CÉSAR ARROYO”

Academic Year: 2018 - 2019

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Lic. Karina Tutillo English as a Foreign Language 1st BT A2.2

Book: Unit 1 Objectives

English A 2.2 Inspirational Encounter socio cultural aspects of their own country in a thoughtful and inquisitive manner experiencing our own culture
People O.EFL 5.1

stablish propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity
O.EFL 5. 2

Give greater flexibility of mind, creativity, and critical thinking skills through an appreciation of linguistic difference
O.EFL5. 3

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

2. UNIT PLAN
Evaluation Criteria

CE.EFL.5.1.
Display an understanding of the integrity of different cultures by sharing experiences and by participating in class activities and discussions in a way that shows empathy and respect for
others.

CE.EFL.5.6.
Listening for Information: Deal with practical, everyday communication demands in familiar social and academic contexts, including following directions in class activities and identifying
main ideas in other curricular subjects when given sufficient support.

CE.EFL.5.7.
Production – Accuracy and Intelligibility: Use appropriate vocabulary and language in a variety of oral interactions for a range of audiences and level-appropriate purposes.

CE.EFL.5.10. Find specific information and identify the main points in simple, straightforward texts on subjects of personal interest or familiar academic topics while making informed
decisions about one’s own reaction to the text.
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CE.EFL.5.15.
Plan and produce well-constructed informational texts by applying the writing process and while demonstrating an ability to justify one’s position on an argument through carefully selected
information and appropriate language, tone and evidence.

CE.EFL.5.19.
Engage in collaborative activities through a variety of student groupings in order to solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of the
group.

Skills and Performance Criteria Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments

Communication and Cultural Communication and Cultural Awareness New Curriculum EFL for Communication and ACTIVITIES and TECHNIQUES
Awareness Superior EGB Cultural Awareness
Hearing a song from another country and
Hear a song from another country
Identify mindfulness, empathy, finding similarities with a song from
English - Teacher´s Book A I.EFL.5.1.1. Learners can and finding similarities with a song
tolerance and an overall respect for Ecuador.
2.2 demonstrate an un- from Ecuador.
the integrity of cultures in daily
derstanding of the integrity
classroom activities. Oral Communication:(Listening and English - Teacher´s Book A of different cultures by Give learners language prompts to
EFL 5.1.2 Speaking) 2.2 (Audios) sharing experiences and by use during pair/group work.
Listening about personality type and attitude participating in class (Example: What do you think? I
Oral Communication:(Listening and and with a set of instructions put them in Flash Cards activities and discussions in agree/disagree. I think we need
Speaking) order the statements. a way that shows empathy to…, It’s your turn, etc.)about types
Follow oral directions in classroom Singing songs that practice helpful language. Photocopiable Sheets and respect for others. (I.3, of personality.
activities and projects and provide S.1, S.2, J.1, J.3)
Invite students to explore the text visually Crosswords
directions to peers in selected before doing the exercise. Ask these Oral Communication:
interactions EFL 5.2.4 questions: What kind of text is this? Strategies Templates Listening and Speaking) Make a Questions using wh-
. (a website) What is its purpose? questions.
Use new words and expressions I.EFL.5.6.1. Learners can
which occur in conversations in the Playing games that practice classroom deal with practical, everyday Read a text on a familiar content
language, turn-taking, being polite, etc. communication demands in area subject and answering
personal and educational domains,
and make use of such terms and familiar social and academic information questions.
Reading contexts, such as following
expressions wherever appropriate and
Reading a short text and showing directions in class activities Read a text and using a checklist to
necessary. EFL 5.2.6 comprehension by completing the and identifying main ideas talk about how it is organized.
accompanying graphic organizer. (Example: in other curricular subjects
Reading learners read about archeological ruins and when given sufficient Selecting desirable behaviors for
Find specific predictable information complete a Venn diagram, etc.) support. (I.1, I.3, S.1) group work and make a short essay.
in short, simple texts in a range of Techniques
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age- and level-appropriate topics. Reading a text on a familiar content area I.EFL.5.7.1. Learners can
(Example: biogra¬phies, news subject and answering information ques- communicate clearly and •Observation
articles, narratives, memoirs and tions. (Example: learners read about effectively by using appro- •Brainstorming
foodborne illnesses and then write three •Interview
personal accounts, formal letters and priate vocabulary and
ways to prevent them, etc.) •Questionnaire
emails, etc.) EFL 5.3.1 language in a variety of oral •Oral evaluation
Reading a text and answering information interactions for a range of •Practice exercises
questions. audiences and level- •Written assessment
Writing appropriate purposes. (I.2,
Use the process of prewriting, Choosing from a list of words to complete I.3, J.2)
drafting, revising, peer editing and gaps from a reading. Instruments
proofreading (i.e., “the writing Reading
Reading a paragraph about a familiar content •Oral and Writing Evaluation
process”) to produce well- area subject and then correcting incorrect •Projects presentations
con¬structed informational texts. sentences. (Example: In northern India, the I.EFL. 5.10.1. Learners can •Oral interviews in pairs
monsoon season lasts for six months every find specific information •Role Play
year - three, etc.) and identify the main points •Game
EFL 5.4.7
in simple, straightforward •Writing Quiz
Language through the Arts texts on subjects of personal
Collaboratively produce criteria for Ask students to read the Vocabulary •Glossary activities.
interest or familiar academic
evaluating literary texts and the Strategy and discuss what they topics while making
effectiveness of group work. understand. Ask what kind of words informed decisions about
EFL 5.5.7 “adjectives”. one’s own reaction to the
Writing text. (I.1, I.2, S.2)
Completing a graphic organizer in order to
help plan a piece of writing. Writing
I.EFL.5.15.1. Learners can
Reading a text and using a checklist to talk plan and produce well-
about how it is organized. (Example: Is there constructed informational
a title? Does it have an opening sentence? texts by applying the writing
etc.) process and while
demonstrating an ability to
Challenge them to create a song using the justify one’s position on an
expressions seen in class. argument through carefully
selected information and
Recording synonyms and antonyms of words
appropriate language, tone
in the margins of reading texts.
and evidence. (I.2, I.3, I.4,
S.3, J.1)
Writing new words and phrases in a
vocabulary notebook and then writing a text
using three words from your vocabulary Language through the
notebook. Arts

Exchanging writing in pairs in order to make I.EFL.5.19.1. Learners can

suggestions about things that could be engage in collaborative
improved. activities through a variety
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Language through the Arts of student groupings in
Evaluating and assessing the effectiveness of order to solve problems and
group work by answering a set of questions. reflect on literary texts, and
(Example: Who always participates? Who produce criteria for
gets the things the group needs? Who asks evaluating the effectiveness
good questions?, etc.) of the group. (I.1, I.2, S.2,
S.3, S.4, J.3, J.4)
Selecting desirable behaviors for group work
from a list and reaching a consensus as a
group for the three most important.

Writing a checklist in pairs to use to evaluate

another group’s project.

Language through the Arts Discussing

rules and norms for a group project before
the project begins. (Example: Don’t interrupt
others, Do your work on time, Don’t make
negative remarks, etc.)

ADAPTED CURRICULUM

ESPECIFIC EDUCATIVE
NEEDS SKILLS AND LEARNING ACTIVITIES RESOURCES EVALUATION
PERFORMANCE CRITERIA
PERFORMANCE INDICATORS ASSESSMENT
TECHNIQUES AND
INSTRUMENTS
1. M. A. J. J. Communication and Cultural Communication and Cultural
Awareness - Pre-teach difficult Teacher’s Awareness TECHNIQUES
Identify mindfulness, empathy, vocabulary song. Guide English Objective test
tolerance and an overall - Use visuals material A1.2 (including I.EFL.5.1.1. Learners can demonstrate INSTRUMENTS
respect for the integrity of in order to interactive an understanding of the integrity of Multiple choice
cultures in daily classroom comprehend the song version) different cultures by sharing -Matching
activities. - Explain similarities of experiences and by participating in - Completion
EFL 5.1.2 song. ▪ Audio CD class activities and discussions in a way - quiz
- Draw attention to the that shows empathy and respect for TECHNIQUES
title, pictures etc. and ▪ Teacher’s others. (I.3, S.1, S.2, J.1, J.3) -interview
Oral Communication:(Listening Guide INSTRUMENTS
set the scene
and Speaking) - Draw the meaning of song - Dialogues
beforehand so their
Follow oral directions in mind is on track for ▪ Flashcards of - Guie
classroom activities and projects the topic outdoor Oral Communication: Listening and TECHNIQUES

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and provide directions to peers Communication and Cultural activities Speaking) -Brainstorming
in selected interactions EFL Awareness INSTRUMENTS
5.2.4 - Provide the song ▪ Pictures of I.EFL.5.6.1. Learners can deal with - Role plays
places for practical, everyday communication
. worksheet
vacation. demands in familiar social and
Use new words and expressions - Recognize the words academic contexts, such as following
which occur in conversations in that you know ▪ Quiz Time directions in class activities and
the personal and educational - Make some ideas (SB) identifying main ideas in other
domains, and make use of such about song curricular subjects when given
terms and expressions wherever Oral Communication: sufficient support. (I.1, I.3, S.1)
appropriate and necessary. EFL (Listening and Speaking)
5.2.6 - Invite student to describe - Answer these questions relate to the
new topic.
the styles of today’s
Reading teenagers.
- practice a role play about infinitive
Find specific predictable - Ask a couple of questions verbs.
information in short, simple and encourage opinions.
texts in a range of age- and
level-appropriate topics. Reading I.EFL.5.7.1. Learners can
(Example: biogra¬phies, news - Read a short test and communicate clearly and effectively by
articles, narratives, memoirs and underline the personality using appropriate vocabulary and
personal accounts, formal letters types. language in a variety of oral
and emails, etc.) EFL 5.3.1 - Read some new words interactions for a range of audiences
Writing and level-appropriate purposes. (I.2,
Use the process of prewriting, Writing I.3, J.2)
drafting, revising, peer editing -Completing a graphic organizer
and proofreading (i.e., “the in order to help plan a piece of - Making dialogues in pairs.
writing process”) to produce writing. Reading
well-con¬structed informational - complete sentences about
texts. EFL 5.4.7 words with infinitives verbs. I.EFL. 5.10.1. Learners can find
Language through the Arts specific information and identify the
Language through the Arts main points in simple, straightforward
Collaboratively produce criteria
Create a collage with teacher texts on subjects of personal interest or
for evaluating literary texts and familiar academic topics while making
instructions.
the effectiveness of group work. informed decisions about one’s own
EFL 5.5.7 reaction to the text. (I.1, I.2, S.2)
- read and circle new words.

Writing
I.EFL.5.15.1. Learners can plan and
produce well-constructed informational
texts by applying the writing process
and while demonstrating an ability to

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justify one’s position on an argument
through carefully selected information
and appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)
- Complete the graphic organizer.
- Write some ideas about inspirational
teens,

Language through the Arts

I.EFL.5.19.1. Learners can engage in

collaborative activities through a
variety of student groupings in order to
solve problems and reflect on literary
texts, and produce criteria for
evaluating the effectiveness of the
group. (I.1, I.2, S.2, S.3, S.4, J.3, J.4)
- Elaborate a mind map about your
personality.

ELABORATED BY: REVIEWED BY: REVIEWED BY: APPROVED BY:

Lic. Karina Tutillo Lic. Henry Casa PSI. ED. Guisella Sànchez Lic. Javier Tituaña
ENGLISH TEACHER COORDINATOR DECE PRINCIPAL

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