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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UNIDAD EDUCATIVA PILAHUIN

Academic Year: 2016 - 2017

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language A1.2

Book: Unit 1 Objectives

Starship Pre 1.2 Welcome to O.EFL 3.2

Starship
English Assess and appreciate English as an international language, as well as the skills
and sub skills that contribute to communicative and pragmatic competence.

O.EFL 3.7

Appreciate the use of English language through spoken and written literary texts
such as poems, rhymes, chants, songs, games and graphic short stories in order to
foster imagination, curiosity and memory, while developing a taste for oral and
written literary texts.

O.EFL 3.10

Demonstrate an ability to use English as a means to interact socially and work

cooperatively in pairs and groups.

Periods: 18, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
Communication and Cultural Awareness CE.EFL.3.2. objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
EFL 3.1.7 Recognize and exhibit responsible behaviors at home, at Commented [A2]: It is determined for each performance
school and towards the environment. criteria of each Curricular Thread.
Demonstrate appropriate classroom behaviors by

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participating in small group or whole class discussions.
(Example: being courteous, respecting the person and
property of others, etc.)

Oral Communication: (Listening and Speaking) CE.EFL.3.8.

EFL 3.2.8 Production – Accuracy and Intelligibility: Communicate

needs clearly in class by asking questions or requesting
Spell out key vocabulary items using the English clarification. Demonstrate acquisition of skills taught
alphabet. (Example: names, colors, animals, possessions, in class, such as being able to spell out words or use
etc.) some grammatical structures (albeit with frequent errors)

Reading: CE.EFL.3.11.

EFL 3.3.10 Demonstrate comprehension of most of the details of a

Follow short instructions illustrated through step-by-
step visuals in simple experiments and projects.
(Example: simple science experiments, instructions for an
art project, etc.)
short simple online or print text and follow short
instructions in simple experiments and projects if
illustrated through step-by-step visuals.

Writing: CE.EFL.3.16.

EFL 3.4.1 Create a simple learning resource in order to record and

practice new words and demonstrate knowledge of their
Make a simple learning resource in order to record and meanings.
practice new words. (Example: a picture dictionary, a
word list, set of flashcards, etc.).

Language through the Arts: CE.EFL.3.22.

EFL 3.5.2 Design and produce picture books, graphic expressions

and/or personal stories by varying elements of literary
Create picture books and/or other graphic expressions in texts and adding imaginative details to real-life stories

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pairs in class by varying scenes, characters or other and situations in order to create new, original texts.
elements of literary texts.
CE.EFL.3.24.

Organize ideas and relevant information from literary

EFL 3.5.6 texts using group or class brainstorms and/or mind maps
Work in groups to create a brainstorm and/or draw a mind in order to enhance collaborative responses to
map to describe and organize ideas or organize useful literature.
information from literary texts.

Methodological Strategies
Communication and Cultural
Awareness
Creating a poster of class
rules.
Practicing the use of
expressions of politeness
during collaborative pair
and small group work.
Adding expressions of
politeness to dialogues.
Brainstorming ways to help
others, at school and in the
community.
Resources
New Curriculum EFL for Media
EGB
Starship English - Teacher´s
Book Pre A 1.2
Starship Pre A 1.2 (Audios)
Puppets: Star and Stella
Flash Cards from
Activity Book
(AB4 - AB15)
Relia: Two set of characters
game cards for each pair of
student(Pg. 143), two sets
of family game cards for
each pair of students (Pg.
144), letter cards and
phonics game cards.
Performance Indicators
Communication and Cultural
Awareness
I.EFL.3.2.1.
Learners can say ways to
take care of the environment
and one’s surroundings.
Learners can identify and
exhibit socially responsible
behaviors at home, at school
and towards the environment.
(J.3, S.1)
Oral Communication:
(Listening and Speaking)
I.EFL.3.8.1.
Learners can ask others to
repeat themselves or to say
something in a different way
and ask for common classroom
needs. Learners can spell
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.
ACTIVITIES and TECHNIQUES
Commented [A4]: It consists of resources that we will use
throughout the unit.
Brainstorm ways to help Commented [A5]: They are all indicators that help us
others, at school and in the achieveeach Evaluation Criteria.
community.
Commented [A6]: It is made up of all activities, instruments
and techniques to get a good assessment process.
Participate in a class
spelling bee.
Create a class picture
dictionary.
Illustrate a piece of
writing.
INSTRUMENTS
Rubrics
Portfolio
Oral interview

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out words in English and can Picture-based test
describe matters of
Oral Communication: immediate need or interest
(Listening and Speaking) using some grammatical
structures practiced in
class (although there may be
Conducting a class spelling errors with tenses, personal
bee. pronouns, prepositions,
etc.). (I.3, J.4)

Reading Reading

I.EFL.3.11.1.
Following the steps in a Learners can understand most
class game. (Example: do a details in a short simple
class Scavenger Hunt, play a online or print text and can
reading comprehension board follow short instructions in
game, etc.) simple experiments and
projects if step-by-step
visuals are provided. (I.3,
Writing I.4)

Writing
Creating a class picture
I.EFL.3.16.1.
dictionary and adding
entries by writing Learners can make a simple
definitions of new words or learning resource in order
drawing a picture to to record and practice new
illustrate the meaning. words. (Example: a picture
dictionary, a word list, a
set of flashcards, etc.)
Writing new words and (I.1, J.4)
phrases in a vocabulary
Language through the Arts
notebook.
I.EFL.3.22.1.

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Language through the Arts Create picture books, graph-
ic expressions and personal
stories by adapting elements
of literary texts and adding
Illustrating a piece of
imaginative details to real-
writing.
life stories and situations,
using appropriate vocabulary
and features of the
Brainstorming a list of literature learners have
questions and responses read or heard. (I.3, S.3)
learners can use during
literature circles or small I.EFL.3.24.1.
group discussions. (Example:
Who is your favorite Learners can work in groups
character? Why? Which story to create brainstorms and/
do you like better, A or B?, or draw mind maps to
etc.) describe and organize ideas
or useful information from
literary texts and create
collaborative responses to
literature through process
writing groups or literature
circles. (I.4, S.4, J.3)

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.

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Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: September 30th, 2016 Date: Date:

Educamos para tener Patria

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Quito-Ecuador www.educacion.gob.ec