Teacher: PABLO DARYL GAVIDIA TERÁN Area: English as a ENGLISH: PRE A1.2 Grade/Course: 5th, 6th, 7th EGB Class: GBE
Foreign Languaje
Unit * Textbook : Starship Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 1 Pre A1.2 Welcome to Starship O.EFL3.2 Assess and appreciate language through spoken and written literary
Unit Title: English! English as an international texts such as poems, rhymes, chants, riddles
Lesson 2: language. and songs, in order to foster imagination, and
This is my family O.EFL 2.3 Read level appropriate curiosity.
Lesson 3: texts in English for pure O. EFL 3.9 Be able to interact in English in a
.Lesson 1: enjoyment/entertainment and to simple way using basic expressions and short
Welcome to Starship access information. phrases in familiar contexts to satisfy needs of a
English! O. EFL 3.5 Use in class library concrete type.
Lesson 2: resources and explore the use of
This is my family ICT to enrich competencies
Lesson 3:
.
6 WEEKS
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2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION
DEVELOPED CRITERIA
STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS
• Greetings CE.EFL.3.5. Model turn-taking and ways to express to others when something is not
(Hi. Hello. Good-bye.) understood to improve comprehension and/or intelligibility in conversations.
• Introducing oneself and others
(His/her/my name’s ___.)
Asking and telling someone’s name (What’s his/her/your name? His/her/my
name’s ___. How do you spell ___?) ORAL COMMUNICATION
STUDENT BOOK Lesson 2 CE.EFL.3.9. Production - Fluency: Utterances are sometimes produced slowly but use
• Greetings and formal introductions appropriate words and phrases to express basic ideas, initiate conversations and
(It’s nice to meet you. respond to questions, including some chunks of language and short sentences.
It’s nice to meet you too.)
• Introducing family members (This is my family. She’s
My sister/mother/grandma. He’s my brother/father/grandpa. They’re my
sisters/brothers.) READING
BE statements (This is…, They’re…) CE.EFL.3.11. Identify and understand individual every-day words, phrases, and
STUDENT BOOK Phonics sentences, including instructions.
Look, listen, and say sections
EFL.3.2.12 Respond to simple questions in quite a short time and initiate basic
interaction spontaneously when there are opportunities to speak. Speech is
produced a little less slowly and hesitantly. WRITING
STUDENT BOOK Lesson 1 CE.EFL.3.18. Writing in order to perform controlled practice of
• Wh- questions with BE (What’s) vocabulary and grammar items
• Contracted forms of BE present tense statements and questions (‘s) Asking
and telling someone’s name (What’s his/her/your name? His/her/my name’s
___.)
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WRITING
EFL 3.4.3 Write simple words by hand and/or on the computer with correct
use of standard writing mechanics. Example: blue, cat, dog, son, etc
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
conversations Optional: family others when something is not Point to each letter as you sing the
2.Use resources such as pictures or photographs: one set of “ understood in short conversations. alphabet song. Ask learners to
graphic organizers to accompany Characters” game cards ORAL COMMUNICATION follow along.
oral expression for each pair p.147 • I.EFL.3.9.1. Learners can Lesson 2 Warm-Up (10 minutes):
3. Describe family using pictures Lesson 2 express basic ideas, initiate Have learners work in pairs with a
or photos Flash Cards 2–9 • Star & conversations, and respond to set of the “Characters” game cards
4.Recognize basic phonemes of the Stella puppets • Audio simple questions using turned upside down. Learners take
alphabet and imitate the sounds CD:T7–8• Song Audio appropriate words, phrases, and turns turning over a card and
5. Recognize words and match CD • Activity Book: short sentences. Responses may spelling the names out loud.
words to pictures pp.AB10–AB15 • be slow though pauses do not Lesson 3 Warm-Up (5 minutes):
6.Use simple resources such as Optional: teacher’s make the interaction tedious or Show learners the Letter Card “a.”
flash cards family photograph, one uncomfortable for participants. Ask them to (a) trace the letter in
7.Unscramble letters and write words set of “ characters” game READING the air; (b) say the letter 3 times;
8.Unscramble words to write short sentences cards p.147 • I.EFL.3.11.1. Learners can (c) say the phoneme 3 times; (d)
9.Create and use puppets Lesson 3 understand familiar words, say a word with the phoneme
10.Sing songs and recite chants Letter Cardsto use simple phrases, and short simple COMMUNICATION AND
while pointing to the words grammar or vocabulary sentences and can successfully CULTURAL AWARENESS
11.Move to the rhythm of a song or chant items. complete the simple ACTIVITY
accompanying task. • Use pair and small group work to
LANGUAGE WRITING ask and answer questions about
THROUGH THE I.EFL.3.18.1. Learners can write photos of families.
ARTS short simple phrases and TECHNIQUE
• I.EFL.3.21.1. Learners sentences to show that they know Observation
can recognize, through how INSTRUMENT
pictures or other media Checklist
such as ICT, key aspects • Use small role plays to check that
of a story or literary text learners can introduce themselves
(both oral and written). and family members
TECHNIQUE
Observation
INSTRUMENT
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Checklist
ORAL COMMUNICATION
ACTIVITY
• Have learners work in pairs to ask
and answer questions about family.
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to take turns pointing
to family members in a photo and
asking and answering questions
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
• Check word recognition by
having learners stick stickers or
glue them next to words.
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
• Check word recognition by
having learners categorize labeled
pictures or photos.
TECHNIQUE
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Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
• Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant
and point to different members of a
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
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Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___•
Below Level Learners Say
and write instructions.___• Use pictures and flash cards to connect meaning. Have learners create
their
own flash cards. • Use real classroom objects and gestures.___• Provide word walls for learners to
reference.___• Have learners draw pictures to illustrate meaning.___• Ask learners to add pictures or
drawings to a book activity.___• Record learners doing a dance or saying a chant.
CLIL COMPONENTS Social Studies Talk about their families TRANSVERAL AXES:
and families in other cultures Respect, Culture, Tolerance-
Science ..Find pictures of animal familias
and talk about them
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MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: PABLO DARYL GAVIDIA TERÁN Area: English as a ENGLISH: PRE A1.2 Grade/Course: 5th, 6th, 7th EGB Class: BGE
Foreign Languaje
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English language
Number: 2 Starship Pre Is she O.EFL3.2 Assess and through spoken and written literary texts such as
A1.2 happy? appreciate English as an poems, rhymes, chants, riddles and songs, in order to
Unit Title: Phonics: international language. foster imagination, and curiosity.
Short e, O.EFL 3.3 Read level O. EFL 3.9 Be able to interact in English in a simple
Long e – ee, appropriate texts in way using basic expressions and short phrases in
Long e – ea,
Long e – English for pure familiar contexts to satisfy needs of a concrete type.
ey/y enjoyment/entertainment
and to access information.
O. EFL 3.5 Use in class
library resources and
explore the use of ICT to
enrich competencies
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
plural)
• Predicate adjectives
• Affirmative and negative
short answers (singular
and plural)
Phonetic
Short e, Long e – ee, Long e – ea, Long e – ey/y
EFL 3.2.3
Record key items of specific information from a heard
READING
message or description, either in written form or by drawing
CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward audio
a picture. (Example: letters of the alphabet, numbers,
texts related to areas of immediate need or interest, provided vocabulary is familiar and visual support is
quantities, prices and times, days, dates and months, etc.)
present, and use these spoken contributions as models for their own.
READING
EFL 3.3.4 Distinguish between fact and opinion and relevant
and irrelevant information in an informational text through
the use of mind maps/charts.
STUDENT BOOK Lesson 1
• Describing
characteristics
and emotions
(using pets)
• Statements and questions
with BE (singular and
plural)
• Predicate adjectives
• Affirmative and negative
short answers (singular
and plural)
Phonetic
Short e, Long e – ee, Long e – ea, Long e – ey/y
ACTIVITY BOOK All Lessons
Read and match sections
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WRITING
EFL 3.4.2 Write a short simple paragraph to describe
yourself or other people, animals, places and things, with
limited support. (Example: by answering questions or using
key words)
STUDENT BOOK Lesson 1
Vocabulary (see Scope and Sequence)
STUDENT BOOK Phonics
• Listen, write, and read sections.
WRITING
Listen and write the words sections
CE.EFL.3.13. Show an ability to identify the meaning of specific content-based words and phrases, with the
ACTIVITY BOOK All Lessons aid of visual support, and use charts/mind maps to distinguish between fact/opinion and relevant/irrelevant
• Write about… sections information in informational texts.
• Write and read sections
Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
EFL 3.5.2 Create picture books and/or other graphic
expressions in pairs in class by varying scenes, characters or
other elements of literary texts.
STUDENT BOOK Lesson 1
Look, listen, and talk sections
STUDENT BOOK Lesson 2
Look, listen, and talk sections
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TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
• Check writing skills by asking learners
to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant and
point to different members of a family in a
photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
•Have learners listen to a song or chant
about classroom objects and draw
something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
• Have learners listen to a song or chant
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
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Participation Chart
3. ADAPTED CURRICULUM
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER: PABLO GAVIDIA TERÁN COORDINATOR VICEPRINCIPAL:
SIGNATURE SIGNATURE SIGNATURE:
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MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: PABLO DARYL GAVIDIA TERÁN Area: English as a ENGLISH: PRE A1.2 Grade/Course: 5th, 6th, 7th EGB Class: BGE
Foreign Languaje
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 1 Starship Pre I want juice, O.EFL3.2 Assess and language through spoken and written literary
A1.2 please. appreciate English as an texts such as poems, rhymes, chants, riddles
Unit Title: Lesson 2: international language. and songs, in order to foster imagination, and
Where’s your O.EFL 3.3 Read level curiosity.
bedroom? appropriate texts in O. EFL 3.9 Be able to interact in English in a
Phonetics: English for pure simple way using basic expressions and short
Short i, Long i – i_e, enjoyment/entertainmen phrases in familiar contexts to satisfy needs of
Long i – igh, Long i – t and to access a concrete type.
ie/y
information.
O. EFL 3.5 Use in class
library resources and
explore the use of ICT to
enrich competencies
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
STUDENT BOOK Lesson 1 CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward
• Kitchen and audio texts related to areas of immediate need or interest, provided vocabulary is familiar and visual
food support is present, and use these spoken contributions as models for their own.
• Asking about
and expressing
preferences
• Talking about
different food
• Wh- questions with do
• Indefinite articles a, an
STUDENT BOOK Lesson 2
• Around the home
• Asking about places
• Describing locations
• Wh- questions with BE
(Where’s)
• Prepositions of place
• Prepositional phrases
STUDENT BOOK Phonics READING
Look, listen, and say sections CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs clearly in class by asking
questions or requesting clarification. Demonstrate acquisition of skills taught in class, such as being able
to spell out words or use some grammatical structures (albeit with frequent errors)
READING
EFL 3.3.8 Make and support inferences from evidence in a text
with reference to features of written English. (Example:
vocabulary, facts, format, sequence, relevance of ideas, etc.)
STUDENT BOOK Lesson 1
• Kitchen and
food
• Asking about
and expressing
preferences
• Talking about
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
different food
• Wh- questions with do
• Indefinite articles a, an
STUDENT BOOK Lesson 2
• Around the home
• Asking about places
• Describing locations
• Wh- questions with BE
(Where’s)
• Prepositions of place
• Prepositional phrases
ACTIVITY BOOK All Lessons
Read and match sections
WRITING
EFL 3.4.3 Write a variety of short simple text-types, commonly
used in print and online, with appropriate language and layout.
(Example: write a greeting on a birthday card, name and address
on an envelope, a URL for a website, an email address, etc.)
WRITING
STUDENT BOOK Lesson 1
Vocabulary (see Scope and Sequence)
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable
STUDENT BOOK Lesson 2 conversational exchanges by sharing information and reacting appropriately in basic interpersonal
Vocabulary (see Scope and Sequence) interactions.
STUDENT BOOK Phonics
• Listen, write, and read sections.
Listen and write the words sections
ACTIVITY BOOK All Lessons
Write the… sections
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
ACTIVITY BOOK All Lessons
• Write about… sections
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
turns in greetings and short • Flash Cards 47–60 I.EFL.3.3.1. Learners can employ a Point to each letter as you sing
• Star & Stella range of verbal and nonverbal
conversations puppets
the alphabet song. Ask learners to
communication features to express likes
2.Use resources such as pictures or • Audio CD: T23–28 and dislikes and can give
follow along.
graphic organizers to accompany • Activity Book: Act. recommendations in basic yet effective Lesson 2 Warm-Up (10
oral expression A–D terms. (I.3, S.4) minutes):
(pp. AB24–AB25);
3. Describe family using pictures Act. A–B
Have learners work in pairs with
or photos (p. AB26); Act. A–C ORAL COMMUNICATION a set of the “Characters” game
4.Recognize basic phonemes of the (p. I.EFL.3.2.1. Learners can say ways to cards turned upside down.
alphabet and imitate the sounds AB27); Act. A–B (p. take care of the environment and one’s Learners take turns turning over a
AB28); surroundings. Learners can identify and
5. Recognize words and match Act. A–B (p. AB29).
card and spelling the names out
exhibit socially responsible behaviors
words to pictures • Extras: sentences at home, at school and towards the loud.
6.Use simple resources such as on cards: environment. (J.3, S.1. Lesson 3 Warm-Up (5 minutes):
flash cards “My sister’s cat is Show learners the Letter Card
pretty.” READING
7.Unscramble letters and write words “Your brother’s dog I.EFL.3.8.1. Learners can ask others to “a.”
8.Unscramble words to write short sentences is old.” repeat themselves or to say something in Ask them to (a) trace the letter in
9.Create and use puppets “Her mother’s fish is a different way and ask for common the air; (b) say the letter 3 times;
happy.” classroom needs. Learners can spell out
10.Sing songs and recite chants (c) say the phoneme 3 times; (d)
“His father’s mouse words in English and can describe
while pointing to the words is matters of immediate need or interest say a word with the phoneme
11.Move to the rhythm of a song or chant small.”; one set of using some grammatical structures COMMUNICATION AND
“Food and practiced in class (although there may be CULTURAL AWARENESS
drinks” game cards errors with tenses, personal pronouns, ACTIVITY
(pp. 146, prepositions, etc.). (I.3, J.4)
147) for each pair;
• Use pair and small group work
two sets to ask and answer questions
of “Food and WRITING about photos of families.
drinks” game I.EFL.3.15.1. Learners can make and
TECHNIQUE
cards (pp. 146, 147) support inferences using evidence from
so there texts and features of written English Observation
is one card per (e.g., vocabulary, format, sequence, INSTRUMENT
student; dice. etc.) and apply other learning strategies Checklist
LESSON 2: Where’s in order to examine and interpret a
your variety of written materials. (I.2, J.3)
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
bedroom? (pp. 48– LANGUAGE THROUGH • Use small role plays to check
53) that learners can introduce
THE ARTS
Six 45-minute class
I.EFL.3.23.1. Learners can create and themselves and family members
periods
• Flash Cards 61–70
produce short texts using ICT and/or TECHNIQUE
• Star & Stella other resources at home or at school in
order to recreate familiar scenes and
Observation
puppets INSTRUMENT
• Audio CD: T30–35 themes. (I.1, I.3)
Checklist
• Activity Book: Act.
A–D ORAL COMMUNICATION
(pp. AB30–AB31); ACTIVITY
Act. A–B • Have learners work in pairs to
(p. AB32); Act. A–C
ask and answer questions about
(p.
AB33); Act. A–B (p. family.
AB34); TECHNIQUE
Act. A–B (p. AB35). Observation
• Extras: box and INSTRUMENT
ball;
magazine pictures
Rating scale
of rooms; ACTIVITY
a set of “Rooms” •Ask learners to take turns
game pointing to family members in a
cards (p. 148) for
each
photo and asking and answering
pair; two to three questions
sets TECHNIQUE
of “Rooms” game Quiz
cards
(p. 148) so there is
INSTRUMENT
one card per Sampling
student. READING
PHONICS: Short i, ACTIVITY
Long i • Check word recognition by
(i_e, igh, ie/y) (pp.
54–61)
having learners stick stickers or
Six 45-minute class glue them next to words.
periods TECHNIQUE
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
• Check vocabulary
comprehension
by asking learners to repeat a
chant and point to different
members of a family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
•Have learners listen to a song or
chant about classroom objects
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
• Have learners listen to a song or
chant and draw something they
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
3. ADAPTED CURRICULUM
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
27
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: PABLO DARYL GAVIDIA TERÁN Area: English as a ENGLISH: PRE A1.2 Grade/Course: 5th, 6th, 7th EGB Class: BGE
Foreign Languaje
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 4 Starship Pre How many O.EFL3.2 Assess and language through spoken and written literary
A1.2 robots do you appreciate English as an texts such as poems, rhymes, chants, riddles
Unit Title: have? international language. and songs, in order to foster imagination, and
Phonetics O.EFL 3.3 Read level curiosity.
Short o, Long o – appropriate texts in O. EFL 3.9 Be able to interact in English in a
o_e/oe, Long o – English for pure simple way using basic expressions and short
oa, Long o – ow
enjoyment/entertainmen phrases in familiar contexts to satisfy needs of
t and to access a concrete type.
information.
O. EFL 3.5 Use in class
library resources and
explore the use of ICT to
enrich competencies
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION
CRITERIA
STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS
EFL 3.1.4 Use a variety of oral, print and electronic forms for
social communication and for writing to oneself. (Example: CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and written communication in
friendly notes, invitations, diary entries, notes to self, electronic order to interact with others in social situations.
messages, etc.)
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
READING
EFL 3.3.9
Identify and use reading strategies to make text more
comprehensible and meaningful. (Example: skimming, scanning,
previewing, predicting, reading for main ideas and details, etc.) READING
STUDENT BOOK Lesson 1 CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while
employing a range of everyday reference materials in order to determine information appropriate to the
• Toys
purpose of inquiry and to relate ideas between written sources.
• Asking about
Toys
• Questions with how
many
• Questions about color
How many robots/ dinosaurs do you have?
One/Seven.
What color is it? It’s red.
What color are they?
They’re green and yellow.
How many dinosaurs does he have?
ACTIVITY BOOK All Lessons
Read and match sections
WRITING
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31
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
32
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
33
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
LANGUAGE THROUGH
THE
ARTS
ACTIVITY
• Check vocabulary
comprehension
by asking learners to repeat a
chant and point to different
members of a family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
•Have learners listen to a song or
chant about classroom objects
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
• Have learners listen to a song or
chant and draw something they
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
3, ADAPTED CURRICULUM
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: PABLO DARYL GAVIDIA TERÁN Area: English as a ENGLISH: PRE A1.2 Grade/Course: 5th, 6th, 7th EGB Class: BGE
Foreign Languaje
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 5 Starship Pre What time is it, O.EFL3.2 Assess and language through spoken and written literary
A1.2 please? appreciate English as an texts such as poems, rhymes, chants, riddles and
Unit Title: Lesson 2: international language. songs, in order to foster imagination, and
Birthday party! O.EFL 3.3 Read level curiosity.
PHONICS: Short appropriate texts in O. EFL 3.9 Be able to interact in English in a
u, Long u English for pure simple way using basic expressions and short
(u_e, ue, ui) enjoyment/entertainment phrases in familiar contexts to satisfy needs of a
and to access information. concrete type.
O. EFL 3.5 Use in class
library resources and
explore the use of ICT to
enrich competencies
37
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
38
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
WRITING
EFL 3.4.6 Write a simple narrative with linking words on
familiar subjects in order to express everyday activities.
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
2.Use resources such as pictures or • Star & Stella can give recommendations in basic yet Lesson 2 Warm-Up (10 minutes):
puppets effective terms. (I.3, S.4)
graphic organizers to accompany • Audio CD: T45–50
Have learners work in pairs with a
oral expression • Activity Book: Act. set of the “Characters” game cards
3. Describe family using pictures A–D ORAL COMMUNICATION turned upside down. Learners take
(pp. AB44–AB45); I.EFL.3.10.1. Learners can use back-
or photos turns turning over a card and
Act. A–B channeling to react appropriately to what
4.Recognize basic phonemes of the (p. AB46); Act. A–C others say about familiar topics in spelling the names out loud.
alphabet and imitate the sounds (p. predictable, everyday situations and when Lesson 3 Warm-Up (5 minutes):
5. Recognize words and match AB47); Act. A–B (p. carrying out pair work for a specific task Show learners the Letter Card “a.”
words to pictures AB48); in class. Learners can ask questions to Ask them to (a) trace the letter in
Act. A–B (p. AB49). extend an interpersonal interaction. (I.3,
6.Use simple resources such as • Extras: an analog
the air; (b) say the letter 3 times;
J.3)
flash cards clock; a (c) say the phoneme 3 times; (d)
7.Unscramble letters and write words set of “Times” and say a word with the phoneme
“Daily READING
8.Unscramble words to write short sentences I.EFL.3.11.1. Learners can understand COMMUNICATION AND
activities” game
9.Create and use puppets cards (pp. most details in a short simple online or CULTURAL AWARENESS
10.Sing songs and recite chants 150–151) for each print text and can follow short instructions ACTIVITY
while pointing to the words pair of in simple experiments and projects if step- • Use pair and small group work to
11.Move to the rhythm of a song or chant students; dice. by-step visuals are provided. (I.3, I.4) ask and answer questions about
LESSON 2:
photos of families.
Birthday party!
WRITING TECHNIQUE
(pp. 86–91)
I.EFL.3.18.1. Learners can write short Observation
Six 45-minute class
simple text-types and narratives, online
periods INSTRUMENT
• Flash Cards 118– and in print, using appropriate language,
layout and linking words. (I.3, J.2) Checklist
135
• Use small role plays to check that
• Star & Stella
puppets LANGUAGE THROUGH THE learners can introduce themselves
• Audio CD: T51–56
ARTS and family members
• Activity Book: Act. TECHNIQUE
A–D
I.EFL.3.24.1. Learners can work in
groups to create brainstorms and/ or Observation
(pp. AB50–AB51);
Act. A–B draw mind maps to describe and INSTRUMENT
(p. AB52); Act. A–C organize ideas or useful information Checklist
(p. from literary texts and create ORAL COMMUNICATION
collaborative responses to literature ACTIVITY
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
AB53); Act. A–B (p. through process writing groups or • Have learners work in pairs to ask
AB54); literature circles. (I.4, S.4, J.3)
Act. A–B (p. AB55).
and answer questions about family.
• Extras: a hat TECHNIQUE
holding Observation
cards with words INSTRUMENT
“Family,” Rating scale
“Drinks,” “Pets,”
“Toys,”
ACTIVITY
“Colors,” “Rooms”; •Ask learners to take turns pointing
a timer; to family members in a photo and
a calendar; soft asking and answering questions
balls; one set
of “Ages” and
TECHNIQUE
“Dates” game Quiz
cards (p. 152) for INSTRUMENT
each pair; say. Sampling
READING
ACTIVITY
• Check word recognition by
having learners stick stickers or
glue them next to words.
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
• Check word recognition by
having learners categorize labeled
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
WRITING
ACTIVITY
• Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant
and point to different members of a
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
•Have learners listen to a song or
chant about classroom objects and
draw something they hear.
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
• Have learners listen to a song or
chant and draw something they
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
3. ADAPTED CURRICULUM
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
REVISED BY: APPROVED BY:
PREPARED BY:
TEACHER: PABLO GAVIDIA TERÁN COORDINATOR VICEPRINCIPAL:
45
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: PABLO DARYL GAVIDIA TERÁN Area: English as a ENGLISH PRE A1.2 Grade/Course: 5ND, 6RD, 7TH Class: BGE
Foreign Languaje
Unit * Textbook : LESSON 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 6 Starship What’s your O.EFL3.2 Assess and language through spoken and written literary
Pre A1.2 favorite appreciate English as an texts such as poems, rhymes, chants, riddles and
Unit Title: season? international language. songs, in order to foster imagination, and
PHONICS: O.EFL 3.3 Read level curiosity.
Short a, Long a appropriate texts in O. EFL 3.9 Be able to interact in English in a
(a_e, ai, ay) English for pure simple way using basic expressions and short
enjoyment/entertainment phrases in familiar contexts to satisfy needs of a
and to access information. concrete type.
O. EFL 3.5 Use in class
library resources and
explore the use of ICT to
enrich competencies
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION
DEVELOPED CRITERIA
EFL 3.1.1 COMMUNICATION AND CULTURAL AWARENESS
Ask simple basic questions in class about the world beyond CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences between
their own immediate environment in order to increase their them through oral and written literary texts.
understanding of different cultures.
STUDENT BOOK Lesson 1
• Talking about weather and seasons
• Asking and telling about the weather
• Identifying seasons
• Asking and telling about seasons and preferred activities
• Wh- questions (What’s) with BE
• Statements with BE and
Y/N questions.
What’s your favorite season?
My favorite season is winter.
I like ice-skating.
What’s the weather like today?
STUDENT BOOK Phonics
Look, listen, and say sections
EFL 3.2.15 Provide a simple description and/or opinion of
a common object or a simple account of something
experienced. (Example: an Ecuadorian celebration, a class
trip, a party, a game played, etc.)
STUDENT BOOK Lesson 1
• Talking about weather and seasons ORAL COMMUNICATION
• Asking and telling about the weather CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
• Identifying seasons such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
• Asking and telling about seasons and preferred activities opinions or give accounts of personal experiences.
• Wh- questions (What’s) with BE
• Statements with BE and
Y/N questions.
What’s your favorite season?
My favorite season is winter.
I like ice-skating.
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
READING
EFL 3.4.9 Make effective use of a range of digital tools to
write, edit, revise and publish written work in a way that
supports collaboration. (Example: add sound or images to a
presentation, use an app to collaborate on a mind map,
contribute to a class wiki, etc.)
STUDENT BOOK Lesson 1
• Talking about weather and seasons
• Asking and telling about the weather
• Identifying seasons READING
• Asking and telling about seasons and preferred activities
• Wh- questions (What’s) with BE
• Statements with BE and CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
Y/N questions. such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
What’s your favorite season? opinions or give accounts of personal experiences.
My favorite season is winter.
I like ice-skating.
What’s the weather like today?
ACTIVITY BOOK All Lessons
Read and match sections
WRITING
EFL 3.4.9 Make effective use of a range of digital tools to
write, edit, revise and publish written work in a way that
supports collaboration. (Example: add sound or images to a
presentation, use an app to collaborate on a mind map,
contribute to a class wiki, etc.)
STUDENT BOOK Lesson 1
Vocabulary (see Scope and Sequence)
STUDENT BOOK Lesson 2
Vocabulary (see Scope and Sequence)
STUDENT BOOK Phonics
• Listen, write, and read sections.
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
49
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1.Work in small groups and take • Flash Cards 136– I.EFL.3.1.1. Learners can show an Point to each letter as you sing the
153 awareness of different cultures and
turns in greetings and short • Star & Stella
alphabet song. Ask learners to
identify similarities and differences
conversations puppets between them through oral and written
follow along.
2.Use resources such as pictures or • Audio CD: T57–62 literary texts. (I.2, S.2, J.1) Lesson 2 Warm-Up (10 minutes):
graphic organizers to accompany • Activity Book: Have learners work in pairs with a
Act. A–D
oral expression (pp. AB56–AB57);
set of the “Characters” game cards
3. Describe family using pictures Act. A–B ORAL COMMUNICATION turned upside down. Learners take
or photos (p. AB58); Act. A–C I.EFL.3.20.1. Learners can effectively turns turning over a card and
4.Recognize basic phonemes of the (p. use a range of digital tools during the spelling the names out loud.
AB59); Act. A–B (p. writing process in order to collaborate
alphabet and imitate the sounds AB60);
Lesson 3 Warm-Up (5 minutes):
on producing well-constructed
5. Recognize words and match Act. A–B (p. AB61). Show learners the Letter Card “a.”
informational texts. (I.3, S.4, J.3)
words to pictures • Extras: a Bingo Ask them to (a) trace the letter in
6.Use simple resources such as board the air; (b) say the letter 3 times;
(p. 155) for each READING
flash cards student; I.EFL.3.20.1. Learners can effectively
(c) say the phoneme 3 times; (d)
7.Unscramble letters and write words a set of “Weather” use a range of digital tools during the say a word with the phoneme
8.Unscramble words to write short sentences game writing process in order to collaborate COMMUNICATION AND
9.Create and use puppets cards (p. 153) and a on producing well-constructed CULTURAL AWARENESS
set of informational texts. (I.3, S.4, J.3)
10.Sing songs and recite chants “Seasons” game
ACTIVITY
while pointing to the words cards • Use pair and small group work to
11.Move to the rhythm of a song or chant (p. 154) for each WRITING ask and answer questions about
pair of I.EFL.3.9.1. Learners can answer photos of families.
students; say. simple questions quickly and initiate
basic interaction spontaneously when TECHNIQUE
PHONICS: Short a,
Long a given opportunities. (Example: make an Observation
(a_e, ai, ay) (pp. invitation, give a suggestion, etc.) INSTRUMENT
16–26) Learners can describe simple, familiar Checklist
Six 45-minute class situations and talk about past • Use small role plays to check that
periods experiences. (I.3, J.3)
• Letter Cards
learners can introduce themselves
• Phonics Game and family members
Cards LANGUAGE THROUGH TECHNIQUE
THE ARTS Observation
INSTRUMENT
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
51
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
• Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant
and point to different members of a
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
52
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER: PABLO GAVIDIA TERÁN COORDINATOR VICEPRINCIPAL:
53