SCHOOL YEAR

UNIDAD EDUCATIVA INTEGRAL SUDAMERICANO 2022 - 2023

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Mr. Anthony Estrada S. Area: English as a Grade/Course: 3rd year of high Class:
English
Foreign Language school.
Unit number: 1 TEXTBOOK: ACHIEVERS Unit Specific Objectives: O.EFL. 5.6 Through selected media,
Unit Title: THE SECRET OF participate in reasonably extended
MY SUCCESS spoken or written dialogue with
peers from different L1
backgrounds on work, study, or
general topics of common interest,
expressing ideas and opinions
effectively and appropriately.
TRANSVERSAL Solidarity, innovation, justice PERIODS: STARTING WEEK:
AXES:
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL.5.1.11 Apply self-correcting and self-monitoring strategies in social and CE.EFL.5.4 Communicate effectively using a variety of media and formats, including
classroom interactions by adjusting presentation and language production to ICT, by saying things in alternative ways and applying self-correcting and self-
effectively express opinions and make evaluations. monitoring strategies when needed.
ORAL COMMUNICATION: ORAL COMMUNICATION:
EFL.5.2.9 Build on other’s ideas when engaged in pair, group or whole class CE.EFL 5.8 Respond to and build on other people’s ideas in extended conversations
discussions on personal, social, community and academic topics. on familiar social and academic topics by expressing opinions and feelings and
clarifying meaning.

READING:
EFL.5.3.5 Assess, compare and evaluate the quality or written texts and visual
presentations using different criteria and ICT tools related to the organization,
subject area and purpose of a text.
WRITING:
EFL.5.4.2 Identify a variety of types and formats of potential resources and the value,
purpose and audience of each for use in the educational domain.
LANGUAGE THROUGH THE ARTS:
READING:
CE.EFL.5.12 Engage with a variety of digital and print texts and resources by
evaluating and detecting complexities and discrepancies in the information in order
to find the most appropriate sources to support an idea or argument.
WRITING:
CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential
resources and references, including digital tools that support collaboration and
productivity, for educational and academic use.
EFL.5.5.9 Engage in collaborative activities through a variety of student groupings to
share, reflect on, express and interpret opinions and evaluations of a range of literary
texts.
METHODOLOGICAL
STRATEGIES
Paraphrasing an idea when a peer
asks for clarification.
Keeping a record of one’s mistakes
and accomplishments and
updating it frequently.
Using a definition or example to
explain a concept or word.
Practicing the language needed to
deal with a need through a mini
role play.
Conducting a class survey.
Comparing answers in pairs or
small groups.
Working in pairs to complete an
information gap activity.
Showing a movie trailer and asking
learners to share their opinions in
pairs and say whether they would
go see that movie or not.
Establishing a clear expectation of
English use for classroom
functions.
Using a list to choose the best
sources for finding information on
a topic.
Reading about a topic and then
identifying reference materials and
sources that could be used to find
out more information.
Reading two articles of the same
topic and recording discrepancies
in the information.
LANGUAGE THROUGH THE ARTS:
CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings
in order to solve problems and reflect on literary texts, and produce criteria for
evaluating the effectiveness of the group.
EVALUATION ACTIVITIES
RESOURCES PERFORMANCE INDICATORS
TECHNIQUES / INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS:
Materials: I.EFL. 5.4.1 learners can communicate effectively
using a variety of media and formats, including
ICT, by saying things in alternative ways and
 Student’s Book applying self-correcting and self-monitoring Exercises, Quiz worksheet and
 Platform strategies when needed. homework.
ORAL COMMUNICATION:
 List of Verbs
I.EFL.5.8.1 Learners can respond to and build on Oral test
 Computer other people’s ideas in extended conversations
 Speaker on familiar social and academic topics by
expressing opinions and feelings and clarifying
Verb Quiz
 Projector
meaning.
 Board Grammar Test
 Markers READING:
 Lectionary I.EFL.5.12.1 Learners can engage with a variety of Participation, responsibility, and
digital and print texts and resources by evaluating Assistance.
 Notebooks
and detecting complexities and discrepancies in
 Leaves the information in order to find the most
appropriate sources to support an idea or
argument. Evaluations
WRITING:
I.EFL.5.4.1 Learners can identify, critically
evaluate and recommend a variety of potential
resources and references, including digital tools
that support collaboration and productivity, for
educational and academic use.
LANGUAGE THROUGH THE ARTS:
I.EFL.5.19.1 Engage in collaborative activities
through a variety of student groupings in order to
solve problems and reflect on literary texts, and
produce criteria for evaluating the effectiveness
Reading an online restaurant of the group.
review and identifying common
linguistic features, such as use of
adjectives and opinions.
Finding a reliable source to back
up a statement.
Identifying the best resources for a
writing project in pairs.
Using a rubric to evaluate a class
project.
Discussing rules and norms for a
group before starting to work.
Creating literature circles where
learners have freedom to say
anything they want about a topic.
Participating in classroom games.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Student: NAOMI CASTRO.

Course: THIRD OF HIGH SCHOOL.  Use pictures and flash cards to connect meaning. Have learners create
their own flash cards.
Curricular Adaptation GRADE 2  Use real classroom objects and gestures.
 Provide word wall for learners to reference.
 Do not use or call by the mother's last name.  Have learners draw pictures to illustrate meaning.
 If she is anxious, take her out of the class and tell her to leave the classroom  Ask learners to add pictures or drawings to a book activity.
and to breathe, she must be accompanied and the person accompanying her  Brainstorming.
must be calm.
 Review of activities and homework.
 Always encourage the child to work in a group.
 Encourage them to play during breaks.
 If there is any change in activities or tasks, inform him/her at the post what is
going to happen or is happening.
 Motivation "this, what you have said or done is very well".
 If you do not get a response from the student speak clearly and directly to
her.
  Establish peer helpers who are attentive and inclusive.

Student: HIDALGO JUAN CARLOS.

Course: THIRD OF HIGH SCHOOL.

Curricular Adaptation GRADE 2

 If she is anxious take her out of the course and tell her to leave the classroom
and take a breath and go to the DECE.
 Review of activities and homework.
 Encourage her to work in a group.
 If there is any change in activities or assignments inform him/her at the post
what is going to happen or is happening.
 Respect their pace and learning style.
 Do not compare with other students or talk about any subject that refers to
him/her when other people are present.
 Speak clearly and directly to him.
 Do not limit the times in the lessons or exams in the student that makes him
get frustrated or feel pressure on him and that is why he shows signs and
symptoms of impulsivity.

STUDENT COUNSELING DEPARTMENT

Student: HUAMAN ORTIZ RAUL ANDRES.

Grade: THIRD OF HIGH SCHOOL.

Curricular Adaptation GRADE 1

 Review of activities and homework.

 Encourage them to work in groups.
 If there is any change in activities or tasks inform him/her.
 Speak to them clearly and directly.
 Designate responsibilities.
 Limit management.
 Encourage recreational activities.
 Maintain eye contact while saying something.
 Make him/her see his/her capacity and effort in his/her activities and tasks.
CLIL COMPONENTS Science:

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Mr. Anthony Estrada S. Coordinator: Lcdo. Valentin Espinales. Viceprincipal:
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: 22/06/22 DATE: /06/22 DATE: /06/22