MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“LAS AMERICAS DEL VALLE” HIGH SCHOOL.

SCHOOL YEAR 2019‐2020
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: 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

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK:

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

STUDENT BOOK Lesson 2

• Asking about people (Who’she/she? She’s my sister/mother/grandma.
He’s my brother/father/grandpa.
Who are they? They’re my sisters/brothers.)
• BE statements (This is…, They’re…)
Wh- questions with BE (Who’s, Who are)
READING
EFL 3.3.1 Demonstrate basic reading comprehension skills by identifying the
meaning of individual words, phrases, and sentences, including simple written
instructions
STUDENT BOOK Lesson 1
• Greetings
(Hi. Hello. Good-­­bye.)
• 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 ___.
Asking for spelling (How do you spell ___?)
STUDENT BOOK Lesson 2 LANGUAGE THROUGH THE ARTS
• Greetings and Formal introductions (It’s nice to meet you. It’s nice to meet CE.EFL.3.21. Distinguish key information in stories and other age appropriate literary
you too.) texts, both oral and written.
• Introducing family members (This is
My family. She’s my sister/mother/grandma.
He’s my brother/father/grandpa.
They’re my sisters/brothers.)
Asking about people (Who’s he/she? Who are they?)
ACTIVITY BOOK All Lessons
Read and match sections

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

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.
Listen and write the words sections
ACTIVITY BOOK All Lessons
Write the… sections
EFL 3.4.4 Write simple words, phrases and sentences for controlled practice
of language items.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
ACTIVITY BOOK All Lessons
• Write about… sections
• Write and read sections
Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
EFL 3.5.1 Identify key information such as events, characters, and objects in
stories and other age-appropriate literary texts if there is visual support
STUDENT BOOK Lesson 1
Look, listen, and talk sections
STUDENT BOOK Lesson 2
Look, listen, and talk sections

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: • Star & Stella puppets • CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take Audio CD:T7–8• Activity • I.EFL.3.5.1. Learners can apply
turns in greetings and short Book: pp. AB4–AB9 • turn-taking and ways to express to

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
conversations
2.Use resources such as pictures or
graphic organizers to accompany
oral expression
3. Describe family using pictures
or photos
4.Recognize basic phonemes of the
alphabet and imitate the sounds
5. Recognize words and match
words to pictures
6.Use simple resources such as
flash cards
7.Unscramble letters and write words
8.Unscramble words to write short sentences
9.Create and use puppets
10.Sing songs and recite chants
while pointing to the words
11.Move to the rhythm of a song or chant
Optional: family
photographs: one set of “
Characters” game cards
for each pair p.147
Lesson 2
Flash Cards 2–9 • Star &
Stella puppets • Audio
CD:T7–8• Song Audio
CD • Activity Book:
pp.AB10–AB15 •
Optional: teacher’s
family photograph, one
set of “ characters” game
cards p.147
Lesson 3
Letter Cardsto use simple
grammar or vocabulary
items.
LANGUAGE
THROUGH THE
ARTS
• I.EFL.3.21.1. Learners
can recognize, through
pictures or other media
such as ICT, key aspects
of a story or literary text
(both oral and written).
others when something is not
understood in short conversations.
ORAL COMMUNICATION
• I.EFL.3.9.1. Learners can
express basic ideas, initiate
conversations, and respond to
simple questions using
appropriate words, phrases, and
short sentences. Responses may
be slow though pauses do not
make the interaction tedious or
uncomfortable for participants.
READING
• I.EFL.3.11.1. Learners can
understand familiar words,
phrases, and short simple
sentences and can successfully
complete the simple
accompanying task.
WRITING
I.EFL.3.18.1. Learners can write
short simple phrases and
sentences to show that they know
how
Point to each letter as you sing the
alphabet song. Ask learners to
follow along.
Lesson 2 Warm-Up (10 minutes):
Have learners work in pairs with a
set of the “Characters” game cards
turned upside down. Learners take
turns turning over a card and
spelling the names out loud.
Lesson 3 Warm-Up (5 minutes):
Show learners the Letter Card “a.”
Ask them to (a) trace the letter in
the air; (b) say the letter 3 times;
(c) say the phoneme 3 times; (d)
say a word with the phoneme
COMMUNICATION AND
CULTURAL AWARENESS
ACTIVITY
• Use pair and small group work to
ask and answer questions about
photos of families.
TECHNIQUE
Observation
INSTRUMENT
Checklist
• Use small role plays to check that
learners can introduce themselves
and family members
TECHNIQUE
Observation
INSTRUMENT
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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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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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

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

•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

Specification of Educational Needs Specification of the adapted material to be applied

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 BY SKILLS AND PERFORMANCE CRITERIA

PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: PABLO GAVIDIA TERÁN COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“LAS AMERICAS DEL VALLE” HIGH SCHOOL

SCHOOL YEAR 2019‐2020

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

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

LESSON WEEK: WEEKS
UNIT PLAN

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION

DEVELOPED CRITERIA
EFL 3.2.2 COMMUNICATION AND CULTURAL AWARENESS
Be comfortable taking meaning from spoken texts containing CE.EFL.3.4. Develop the skills to work collaboratively using a range of verbal and nonverbal
words or sections which are not understood. Be aware that communication features and apply self-correcting and self-monitoring strategies in social and classroom
understanding spoken texts does not require decoding every interactions.
single word
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
EFL 3.1.8
Interpret and demonstrate knowledge in classroom activities
of nonverbal and oral communication features, and
understand the contexts in which they are used appropriately. ORAL COMMUNICATION
(Example: gestures, body language, volume, etc.)
STUDENT BOOK Lesson 1 CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker and situation
• Describing in spoken texts set in familiar everyday contexts without having to decode every word.
characteristics
and emotions
(using pets)
• Statements and questions
with BE (singular and

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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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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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

LANGUAGE THROUGH THE ARTS

CE.EFL.3.22. Design and produce picture books, graphic expressions and/or personal stories by varying
elements of literary texts and adding imaginative details to real-life stories and situations in order to create
new, original texts.

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: LESSON 1: Is Write the alphabet on the board.
CULTURAL AWARENESS Point to each letter as you sing the
1.Work in small groups and take she happy? I.EFL.3.4.1. Learners can demonstrate
alphabet song. Ask learners to follow
turns in greetings and short (pp. 24–29) an ability to work in pairs and small
along.
conversations Six 45-minute groups using level-appropriate verbal
Lesson 2 Warm-Up (10 minutes):
and nonverbal communication features
2.Use resources such as pictures or class periods Have learners work in pairs with a set of
and apply self-correcting and self-
graphic organizers to accompany • Flash Cards the “Characters” game cards turned upside
monitoring strategies in social and
down. Learners take turns turning over a
oral expression 10–15 classroom interactions. (J.2, J.3, J.4, I.3)
card and spelling the names out loud.
3. Describe family using pictures • Star & Stella Lesson 3 Warm-Up (5 minutes):
or photos puppets ORAL COMMUNICATION Show learners the Letter Card “a.”
4.Recognize basic phonemes of the • Audio CD: I.EFL.3.6.1. Learners can grasp the Ask them to (a) trace the letter in the air;
alphabet and imitate the sounds T13–18 main idea of spoken texts set in familiar (b) say the letter 3 times; (c) say the
everyday contexts and infer changes in phoneme 3 times; (d) say a word with the
5. Recognize words and match • Activity Book: the topic of discussion as well as who is phoneme
words to pictures Act. A–D speaking and what the situation is, COMMUNICATION AND
6.Use simple resources such as (pp. AB16– without having to decode every word. CULTURAL AWARENESS
flash cards AB17); Act. A– (I.3, I.4) ACTIVITY
7.Unscramble letters and write words B • Use pair and small group work to ask
and answer questions about photos of
8.Unscramble words to write short sentences (p. AB18); Act. READING families.
9.Create and use puppets A–C (p. I.EFL.3.7.1. Learners can record and
TECHNIQUE
10.Sing songs and recite chants AB19); Act. A– identify key information from a spoken
message of immediate need or interest Observation
while pointing to the words B (p. AB20); when the message contains frequently INSTRUMENT
11.Move to the rhythm of a song or chant Act. A–B (p. used expressions and visual support. Checklist
• Use small role plays to check that
AB21). (Example: rules for a game, classroom
learners can introduce themselves and
• Extras: a soft instructions, a dialogue in a scene from
family members
ball; a pretty, a cartoon or movie, etc.) Learners can
use other classmate’s contributions in TECHNIQUE
soft toy cat or class as models for their own. (I.2, I.3) Observation
picture of a INSTRUMENT
Checklist
ORAL COMMUNICATION

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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

pretty cat; ACTIVITY

pictures of pets; WRITING • Have learners work in pairs to ask and
answer questions about family.
one set of
TECHNIQUE
“Adjectives” I.EFL.3.17.1. Learners can write short
Observation
game simple paragraphs to describe people,
INSTRUMENT
places, animals, things and feelings,
cards and two with limited support, while
Rating scale
sets of “Pets” demonstrating an ability to effectively
ACTIVITY
game cards (p. influence an audience and to express •Ask learners to take turns pointing to
everyday activities. (I.3, S.1) family members in a photo and asking and
45) for each answering questions
pair of students. TECHNIQUE
PHONICS: LANGUAGE THROUGH Quiz
Short e, Long e THE INSTRUMENT
(ee, ea, ey/y) ARTS Sampling
I.EFL.3.22.1. Create picture books, READING
(pp. 34–41)
graphic expressions and personal ACTIVITY
Six 45-minute • Check word recognition by having
stories by adapting elements of literary
class periods texts and adding imaginative details to learners stick stickers or glue them next to
• Letter Cards real-life stories and situations, using words.
• Phonics Game appropriate vocabulary and features of TECHNIQUE
Cards the literature learners have read or Observation
heard. (I.3, S.3) INSTRUMENT
Checklist
ACTIVITY
• Check word recognition by having
learners categorize labeled pictures or
photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
• Check spelling skills by asking learners
to unscramble the letters in a word.

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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Participation Chart

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

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:

DATE DATE DATE:

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“LAS AMERICAS DEL VALLE” HIGH SCHOOL

SCHOOL YEAR 2019‐2020

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

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

LESSON WEEK: WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION
CRITERIA
STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS
• Kitchen and
food CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features
• Asking about and express likes and dislikes while giving recommendations in basic yet effective terms.
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
Look, listen, and say sections
EFL 3.1.3 Exchange basic personal preferences with peers in
order to express likes and dislikes. ORAL COMMUNICATION
EFL 3.1.7 Demonstrate appropriate classroom behaviors by
participating in small group or whole class discussions.
CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at school and towards the
(Example: being courteous, respecting the person and property of
environment.
others, etc.)

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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

21
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• Write and read sections

Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
EFL 3.5.3 Produce short, creative texts using ICT and/or other
resources at home or at school in order to recreate familiar scenes
and themes
STUDENT BOOK Lesson 1
Look, listen, and talk sections
STUDENT BOOK Lesson 2
Look, listen, and talk sections

LANGUAGE THROUGH THE ARTS

CE.EFL.3.23. Create short, original texts using a range of resources and other media, including ICT, in
order to recreate familiar scenes and themes.

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be LESSON 1: I want COMMUNICATION AND Lesson 1 Warm-Up (10
evaluated by: juice, minutes):
CULTURAL AWARENESS
please.
1.Work in small groups and take Write the alphabet on the board.

22
 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)

23
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

24
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• Letter Cards Observation

• Phonics Game INSTRUMENT
Cards
Checklist
ACTIVITY
• Check word recognition by
having learners categorize
labeled pictures or photos.
TECHNIQUE
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

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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

Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-

26
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: PABLO GAVIDIA TERÁN COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“LAS AMERICAS DEL VALLE” HIGH SCHOOL

SCHOOL YEAR 2019‐2020

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

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

LESSON WEEK: WEEKS

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
STUDENT BOOK Lesson 1
EFL 3.1.4 Use a variety of oral, print and electronic forms for
social communication and for writing to oneself. (Example:
friendly notes, invitations, diary entries, notes to self, electronic
messages, etc.)
EVALUATION
CRITERIA
COMMUNICATION AND CULTURAL AWARENESS
CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and written communication in
order to interact with others in social situations.

STUDENT BOOK Lesson 1

• Toys
• 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?
STUDENT BOOK Phonics
Look, listen, and say sections
EFL 3.2.13 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. ORAL COMMUNICATION
STUDENT BOOK Lesson 1
• Toys CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
• Asking about such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
Toys opinions or give accounts of personal experiences.
• Questions with how
many

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• 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?
STUDENT BOOK Phonics
Look, listen, and say sections

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

30
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

EFL 3.4.5 Write a questionnaire or survey for friends, family or

classmates using WH- questions in order to identify things in
common and preferences.
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.
Listen and write the words sections
ACTIVITY BOOK All Lessons
Write the… sections
EFL 2.4.4 Write simple words, phrases and sentences for
controlled practice of language items.
STUDENT BOOK All Lessons
WRITING
Language Items (see Scope and Sequence) CE.EFL.3.19. Create a questionnaire or survey using WH- question words in order to identify things in
ACTIVITY BOOK All Lessons common and preferences while displaying an ability to convey and organize information using facts and
• Write about… sections details.
• Write and read sections
Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
EFL 3.5.5 Evaluate literary texts (both written and oral, online,
in video or in print) according to pre-established criteria.
(Example: completing a checklist, a chart, a personal response,
etc.)
STUDENT BOOK Lesson 1
Look, listen, and talk sections
STUDENT BOOK Lesson 2 LANGUAGE THROUGH THE ARTS
CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while
Look, listen, and talk sections
employing a range of everyday reference materials in order to determine information appropriate to the
purpose of inquiry and to relate ideas between written sources.

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be LESSON 1: How COMMUNICATION AND Lesson 1 Warm-Up (10
evaluated by: many robots do minutes):
CULTURAL AWARENESS
you have?
1.Work in small groups and take • Flash Cards 71–87
I.EFL.3.5.1. Learners can employ Write the alphabet on the board.
turns in greetings and short • Star & Stella
various print and digital sources in order Point to each letter as you sing
conversations puppets to communicate with others in oral and the alphabet song. Ask learners to
• Audio CD: T36–41 written form in social situations. (J.3,
2.Use resources such as pictures or S.1, S.4) follow along.
• Activity Book: Act.
graphic organizers to accompany A–D
Lesson 2 Warm-Up (10
oral expression (pp. AB36–AB37); ORAL COMMUNICATION minutes):
3. Describe family using pictures Act. A–B I.EFL.3.9.1. Learners can answer Have learners work in pairs with
or photos (p. AB38); Act. A–C
simple questions quickly and initiate a set of the “Characters” game
(p.
4.Recognize basic phonemes of the AB39); Act. A–B (p.
basic interaction spontaneously when cards turned upside down.
alphabet and imitate the sounds given opportunities. (Example: make an Learners take turns turning over a
AB40);
invitation, give a suggestion, etc.)
5. Recognize words and match Act. A–B (p. AB41).
Learners can describe simple, familiar
card and spelling the names out
words to pictures • Extras: Warm-up loud.
activity situations and talk about past
6.Use simple resources such as flash cards: 11, 13, experiences. (I.3, J.3) Lesson 3 Warm-Up (5 minutes):
flash cards 47, 51, 78, Show learners the Letter Card
7.Unscramble letters and write words 80, 84, 86, 87: two READING “a.”
blue toy
8.Unscramble words to write short sentences
cars or two pictures
• I.EFL.2.11.1. Learners can Ask them to (a) trace the letter in
9.Create and use puppets of a blue understand familiar words, the air; (b) say the letter 3 times;
10.Sing songs and recite chants car; two sets of phrases, and short simple (c) say the phoneme 3 times; (d)
while pointing to the words “Toys” and sentences and can successfully say a word with the phoneme
“Colors” game cards
11.Move to the rhythm of a song or chant complete the simple COMMUNICATION AND
(p. 149)
for each pair of accompanying task. CULTURAL AWARENESS
students. WRITING ACTIVITY
I.EFL.3.14.1. Learners can identify and • Use pair and small group work
use reading strategies to make written to ask and answer questions
text more comprehensible and about photos of families.
meaningful. Learners can use everyday

32
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

reference materials to select information TECHNIQUE

appropriate to the purpose of an inquiry Observation
and to relate ideas from one written
INSTRUMENT
source to another. (I.2, S.1)
Checklist
• Use small role plays to check
LANGUAGE THROUGH that learners can introduce
THE ARTS themselves and family members
I.EFL.3.21.1. Learners can employ
audio, video, pictures and ICT to TECHNIQUE
respond to oral and written texts and Observation
use pre-established criteria to evaluate INSTRUMENT
literary texts individually or in groups. Checklist
(I.2, I.3, I.4) 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

33
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

• 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
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

34
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

35
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

3, ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

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:

DATE DATE DATE:

36
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“LAS AMERICAS DEL VALLE” HIGH SCHOOL

SCHOOL YEAR 2019‐2020

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

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

LESSON WEEK: WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION
DEVELOPED CRITERIA
EFL 3.1.5 Describe, read about, participate in or recommend COMMUNICATION AND CULTURAL AWARENESS
a favorite activity, book, song or other interest to various CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features and
audiences. (Example: peers, other classes, teachers, other express likes and dislikes while giving recommendations in basic yet effective terms
adults, etc.)

STUDENT BOOK Lesson 1

• Telling time
• Asking and
telling time
• Digital time
• Analog time
• Wh- questions (What)
with BE
• Statements with BE
What time is it, please?
It’s seven/eight/nine o’clock.
It’s time for breakfast/
school/ bed/ recess/ lunch/
dinner/ homework.
It’s ten fifteen/ twelve
STUDENT BOOK Lesson 2
• Age and birthdays ORAL COMMUNICATION
• Birthday
greetings CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational
• Asking and exchanges by sharing information and reacting appropriately in basic interpersonal interactions.
telling about
age
• Identifying
one’s birthday
• Wh- questions (how old,

38
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

when) with BE and short

answers
STUDENT BOOK Phonics
Look, listen, and say sections
EFL 3.2.14 Make and respond to invitations, suggestions,
apologies and requests.
STUDENT BOOK Lesson 1
• Telling time
• Asking and
telling time
• Digital time
• Analog time READING
• Wh- questions (What)
CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such
with BE
• Statements with BE
as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express opinions
What time is it, please? or give accounts of personal experiences.
It’s seven/eight/nine o’clock.
It’s time for breakfast/
school/ bed/ recess/ lunch/
dinner/ homework.
It’s ten fifteen/ twelve
STUDENT BOOK Lesson 2
• Age and birthdays
• Birthday
greetings
• Asking and
telling about
age
• Identifying
one’s birthday
• Wh- questions (how old,
when) with BE and short
answers
READING
EFL 3.3.10 Follow short instructions illustrated through step-
by-step visuals in simple experiments and projects. (Example:

39
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

simple science experiments, instructions for an art project,

etc.)
STUDENT BOOK Lesson 1
• Telling time
• Asking and
telling time
• Digital time
• Analog time
• Wh- questions (What)
with BE
• Statements with BE
What time is it, please?
It’s seven/eight/nine o’clock.
It’s time for breakfast/ WRITING
school/ bed/ recess/ lunch/ CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online or print text and
dinner/ homework. follow short instructions in simple experiments and projects if illustrated through step-by-step visuals.
It’s ten fifteen/ twelve
STUDENT BOOK Lesson 2
• Age and birthdays
• Birthday
greetings
• Asking and
telling about
age
• Identifying
one’s birthday
• Wh- questions (how old,
when) with BE and short
answers
ACTIVITY BOOK All Lessons
Read and match sections

WRITING
EFL 3.4.6 Write a simple narrative with linking words on
familiar subjects in order to express everyday activities.

40
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

(Example: free time, descriptions, what happened last

weekend, etc.)
STUDENT BOOK Lesson 1
Vocabulary (see Scope and Sequence)
STUDENT BOOK Lesson 2 LANGUAGE THROUGH THE ARTS
Vocabulary (see Scope and Sequence) CE.EFL.3.24. Organize ideas and relevant information from literary texts using group or class brainstorms
STUDENT BOOK Phonics and/or mind maps in order to enhance collaborative responses to literature.
• 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
• Write and read sections
Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
EFL 3.5.6 Work in groups to create a brainstorm and/or draw
a mind map to describe and organize ideas or organize useful
information from literary texts.
STUDENT BOOK Lesson 1
Look, listen, and talk sections
STUDENT BOOK Lesson 2
Look, listen, and talk sections
METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES
STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be LESSON 1: What COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: time is it, please? Write the alphabet on the board.
• Flash Cards
CULTURAL AWARENESS
1.Work in small groups and take twelve flash I.EFL.3.3.1. Learners can employ a range Point to each letter as you sing the
turns in greetings and short cards from previous of verbal and nonverbal communication alphabet song. Ask learners to
conversations lessons features to express likes and dislikes and follow along.

41
 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

Specification of Educational Needs Specification of the adapted material to be applied

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:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

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 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

“LAS AMERICAS DEL VALLE” HIGH SCHOOL

SCHOOL YEAR 2019‐2020

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

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

LESSON WEEK: WEEKS

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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

What’s the weather like today?

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

Listen and write the words sections

ACTIVITY BOOK All Lessons
Write the… sections
EFL 2.4.4 Write simple words, phrases and sentences
for controlled practice of language items.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence) WRITING
ACTIVITY BOOK All Lessons CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools during the writing process in order to
• Write about… sections collaborate on well-constructed informational texts.
• Write and read sections
Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
EFL 3.5.8 Create stories, poems, songs, dances and plays
including those that reflect traditional and popular
Ecuadorian culture, observing the conventions of the genre.
(Example: purpose, settings, audience, voice, rhythm, etc.)
STUDENT BOOK Lesson 1
Look, listen, and talk sections
STUDENT BOOK Lesson 2
Look, listen, and talk sections

LANGUAGE THROUGH THE ARTS

CE.EFL.3.25. Observe and expand on the conventions of genre in order to create a variety of texts that
reflect traditional and popular Ecuadorian culture and identify select literary elements in order to relate
them to other works, including the learners’ own writing.

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be LESSON 1: What’s COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: your favorite Write the alphabet on the board.
CULTURAL AWARENESS
season?

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 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

50
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

I.EFL.3.20.1. Learners can effectively Checklist

use a range of digital tools during the ORAL COMMUNICATION
writing process in order to collaborate ACTIVITY
on producing well-constructed
informational texts. (I.3, S.4, J.3) • 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

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

•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
ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

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:

DATE DATE DATE:

53